Measuring the Transfer of Training

This study examined the use of self-report to measure training transfer by comparing three training transfer assessment methods. Applying a framework provided by instructional alignment theory, the study tested the hypothesis that if training transfer is measured by assessment methods that vary in their degree of alignment with the post-training learning assessment, the training transfer scores would be higher as the degree of alignment increased. Instructional alignment is the extent to which stimulus conditions match across instructional components: intended outcomes, instructional processes, and assessment. Three training transfer assessments were administered to 40 telecommunications technicians approximately 60 days after they completed a training course. The moan transfer score for the job performance assessment with high alignment was significantly higher than the two self-report assessments of moderate and low alignment with effect size differences of 0.96 (p < .01) and 0.87 (p < .01), respectively. The mean scores for the two self-report assessments did not significantly differ. This study has implications for the extensive use of self-report to assess training transfer in both research and training evaluation programs.     

Are Museums Still Necessary?

Museums today face a crisis of confidence arising from two issues: (1) the erosion of a historically unreliable funding base, and (2) a challenge for audience by entrepreneurial elements in the culture. Other issues center on a growing public idea that museum work can be shared by entities such as theme parks and exhibition halls and the perception that education should be shaped as recreation. Museum responses to these problems have exacerbated their vulnerability as unique institutions. Certain dichotomies in the museum world help to explain this situation: (1) professionalism versus the audience, (2) connoisseurship versus the public experience, (3) the centrality versus the peripherality of objects in museums, (4) museums as businesses versus museums as educators, and (5) visitor expectations versus available resources. Resolution of the conflicts requires museums to remember that they are communication systems capable of teaching hard information, to stop emulating the forces that threaten to destroy them, and to pay attention to certain lessons understood in the business world. Museums also must find stable and reliable funding, reinvigorate the museum accreditation program, and pay attention to what museums really exist for. Museums are still necessary only when they function as true museums.     

Distance Learning: Relationships among Class Size,Instructor Location,Student Perceptions,and Performance

This study investigated differences in student perceptions and performance among three distance learning sites taking the same off-campus M.B.A. course with the same instructor, The sites varied in class size and instructor location. Two classes (one large and one small) were linked using a two-way video system with rotating origination. The third class was small and was taught in person each week. Data were collected over an entire semester. Class size influenced performance more than location of instructor. Performance in the two smaller classes was better than performance in the large class. Student characteristics and site variables accounted for over 50% of variance in performance. One interaction effect was found. Students with initial low perceived value did best when the instructor was physically present each week. For students with high initial perceived value, location of instructor did not matter.     

Teaching Instructional Design: An Action Learning Approach

Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists.     

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster-randomised controlled trial

Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.

Practitioner notes

What is already known about this topic

• Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
• Implementation can still affect outcomes when using educational technology, and without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced.
• The extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear.

What this paper adds

• We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
• We also found the implementation support did not affect delivery of the core, app-delivered element of the programme.
• However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app-based learning and teacher intervention for learners who require further support.

Implications for practice and policy

• These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
• More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training.
• However, the findings of this study identify some potential risk of an over-reliance on technology to facilitate the learning of all learners accessing the programme.
• Further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.